Abstract
The current study implemented an alternating-treatments design with Standard Celeration Charting. The applied experiment occurred via telecommunication and assessed the effectiveness of repeated reading (RR) on reading fluency for two adults with specific learning disabilities using high-level and low-level reading passages. Participants reread each passage until they met a predetermined fluency criterion. We measured participants reading fluency using correct words per 1 min (CWPM) and assessed for retention at 1 week, 2 weeks, and 1 month. Both participants reached their fluency aims and maintained their progress postintervention.
• RR can improve reading fluency for children and adults with reading deficits.
• RR practice sessions require minutes to implement, which offers great flexibility for scheduling.
• Telecommunication represents an effective modality for implementing RR procedures for adults with reading disabilities.
• Participants in the study retained their fluency gains post-intervention, supporting that time spent on RR may represent a good investment for clinicians.
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Data Availability
The datasets analyzed during the current study are available from the corresponding author on reasonable request.
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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Madeline Halkowski. The first draft of the manuscript was written by Madeline Halkowski and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
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Halkowski, M., Kubina, R.M. Effect of Repeated Reading on Reading Fluency for Adults with Specific Learning Disabilities. Behav Analysis Practice (2024). https://doi.org/10.1007/s40617-024-00926-0
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DOI: https://doi.org/10.1007/s40617-024-00926-0